I had assumed that the #DisruptTexts movement was organic. But I recently discovered https://t.co/55JVkOeyO7, and I think that, in addition to publishers springing into action to meet market demand, they may possibly be playing a role in fostering abandonment of classics. 1/

Because, there is perhaps much less money to be made selling classics. 2/
I need to be VERY clear that I am wholly in favor of *expanding* the cannon and adding relevant, engaging texts for students in middle school, high school, and (of course) college. Students can and should read Baldwin, Marquez, Tan, Walker, Morrison, Malcolm X, and on and on. 3/
But this website suggests 'disrupting' so many valuable classics that one has to wonder if the interests of real education are being served.

For example, disrupt Shakespeare https://t.co/oLB38lXmRH

given "violence, misogyny, racism" in the texts. 4/
Disrupt "To Kill a Mockingbird"

https://t.co/7e020R5jaN

given Atticus Finch's alleged limitations and failings.

To be clear, few real persons have half the moral strength (& parenting skills) of the fictional Atticus Finch (Nelson Mandela or Sophie Scholl re the former?). 5/
Or disrupt "The Crucible"

https://t.co/LTSoRmjFK9

because doing so would stand in opposition to "mass hysteria & paranoia."

The irony is astonishing.

If you don't think young people can be taught, or learn from, The Crucible, you really have drunk the Kool Aid. 6/
What would the authors of this #DisruptTexts website replace such books with? 7/
“Our team is excited to share that we have eight teaching & learning guides for texts [e.g., “Antiracist Baby” by Ibram X. Kendi] we believe can be integrated into classrooms tomorrow. We are thrilled to collaborate with Penguin to bring these guides to teachers everywhere.” 8/
Of course students can read these books. https://t.co/ng4ZPiPINO

I know it can be hard to find books that engage the hearts and minds of young people.

But I do have a problem with the *reasons* offered for why classic texts are not valuable. 9/
And I have endless confidence in the capacity of good teachers to help students to understand and work through what it means to read an 'old' text, to critique it, to still see its value (incl its foundational impact on our society), and to rise up to write & say new things. 10/
In the end, I think this is a question of degree and balance. Teach The Crucible side by side with Beloved. To me, that is what real education is all about. 11/

More from For later read

Wow, Morgan McSweeney again, Rachel Riley, SFFN, Center for Countering Digital Hate, Imran Ahmed, JLM, BoD, Angela Eagle, Tracy-Ann Oberman, Lisa Nandy, Steve Reed, Jon Cruddas, Trevor Chinn, Martin Taylor, Lord Ian Austin and Mark Lewis. #LabourLeaks #StarmerOut 24 tweet🧵

Morgan McSweeney, Keir Starmer’s chief of staff, launched the organisation that now runs SFFN.
The CEO Imran Ahmed worked closely with a number of Labour figures involved in the campaign to remove Jeremy as leader.

Rachel Riley is listed as patron.
https://t.co/nGY5QrwBD0


SFFN claims that it has been “a project of the Center For Countering Digital Hate” since 4 May 2020. The relationship between the two organisations, however, appears to date back far longer. And crucially, CCDH is linked to a number of figures on the Labour right. #LabourLeaks

Center for Countering Digital Hate registered at Companies House on 19 Oct 2018, the organisation’s only director was Morgan McSweeney – Labour leader Keir Starmer’s chief of staff. McSweeney was also the campaign manager for Liz Kendall’s leadership bid. #LabourLeaks #StarmerOut

Sir Keir - along with his chief of staff, Morgan McSweeney - held his first meeting with the Jewish Labour Movement (JLM). Deliberately used the “anti-Semitism” crisis as a pretext to vilify and then expel a leading pro-Corbyn activist in Brighton and Hove
I’ve asked Byers to clarify, but as I read this tweet, it seems that Bret Stephens included an unredacted use of the n-word in his column this week to make a point, and the column got spiked—maybe as a result?


Four times. The column used the n-word (in the context of a quote) four times. https://t.co/14vPhQZktB


For context: In 2019, a Times reporter was reprimanded for several incidents of racial insensitivity on a trip with high school students, including one in which he used the n-word in a discussion of racial slurs.

That incident became public late last month, and late last week, after 150 Times employees complained about how it had been handled, the reporter in question resigned.

In the course of all that, the Times' executive editor said that the paper does not "tolerate racist language regardless of intent.” This was the quote that Bret Stephens was pushing back against in his column. (Which, again, was deep-sixed by the paper.)

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I'm going to do two history threads on Ethiopia, one on its ancient history, one on its modern story (1800 to today). 🇪🇹

I'll begin with the ancient history ... and it goes way back. Because modern humans - and before that, the ancestors of humans - almost certainly originated in Ethiopia. 🇪🇹 (sub-thread):


The first likely historical reference to Ethiopia is ancient Egyptian records of trade expeditions to the "Land of Punt" in search of gold, ebony, ivory, incense, and wild animals, starting in c 2500 BC 🇪🇹


Ethiopians themselves believe that the Queen of Sheba, who visited Israel's King Solomon in the Bible (c 950 BC), came from Ethiopia (not Yemen, as others believe). Here she is meeting Solomon in a stain-glassed window in Addis Ababa's Holy Trinity Church. 🇪🇹


References to the Queen of Sheba are everywhere in Ethiopia. The national airline's frequent flier miles are even called "ShebaMiles". 🇪🇹
#தினம்_ஒரு_திருவாசகம்
தொல்லை இரும்பிறவிச் சூழும் தளை நீக்கி
அல்லல் அறுத்து ஆனந்தம் ஆக்கியதே – எல்லை
மருவா நெறியளிக்கும் வாதவூர் எங்கோன்
திருவாசகம் என்னும் தேன்

பொருள்:
1.எப்போது ஆரம்பித்தது என அறியப்படமுடியாத தொலை காலமாக (தொல்லை)

2. இருந்து வரும் (இரும்)


3.பிறவிப் பயணத்திலே ஆழ்த்துகின்ற (பிறவி சூழும்)

4.அறியாமையாகிய இடரை (தளை)

5.அகற்றி (நீக்கி),

6.அதன் விளைவால் சுகதுக்கமெனும் துயரங்கள் விலக (அல்லல் அறுத்து),

7.முழுநிறைவாய்த் தன்னுளே இறைவனை உணர்த்துவதே (ஆனந்த மாக்கியதே),

8.பிறந்து இறக்கும் காலவெளிகளில் (எல்லை)

9.பிணைக்காமல் (மருவா)

10.காக்கும் மெய்யறிவினைத் தருகின்ற (நெறியளிக்கும்),

11.என் தலைவனான மாணிக்க வாசகரின் (வாதவூரெங்கோன்)

12.திருவாசகம் எனும் தேன் (திருவா சகமென்னுந் தேன்)

முதல்வரி: பிறவி என்பது முன்வினை விதையால் முளைப்பதோர் பெருமரம். அந்த ‘முன்வினை’ எங்கு ஆரம்பித்தது எனச் சொல்ல இயலாது. ஆனால் ‘அறியாமை’ ஒன்றே ஆசைக்கும்,, அச்சத்துக்கும் காரணம் என்பதால், அவையே வினைகளை விளைவிப்பன என்பதால், தொடர்ந்து வரும் பிறவிகளுக்கு, ‘அறியாமையே’ காரணம்

அறியாமைக்கு ஆரம்பம் கிடையாது. நமக்கு ஒரு பொருளைப் பற்றிய அறிவு எப்போதிருந்து இல்லை? அதைச் சொல்ல முடியாது. அதனாலேதான் முதலடியில், ஆரம்பமில்லாத அஞ்ஞானத்தை பிறவிகளுக்குக் காரணமாகச் சொல்லியது. ஆனால் அறியாமை, அறிவின் எழுச்சியால், அப்போதே முடிந்து விடும்.